Speaking Activity 1 WHOLE CLASS Find someone who . . .

UNIT 13 LESSON 1

Target Language Materials

Half a worksheet for each student; pen
Abilities vocabulary; can and can’t
or pencil

PREPARATION (2–3 minutes)

Make a few statements with can or can’t about your own

abilities: I can [ski]. I can’t [draw well].
Ask students questions about their abilities, such as [Karen],
can you fix things? Can you speak French? Can you cook well?
Ask the questions of several students. Encourage them to
compare their answers and make statements, such as Alec
can play the violin, but I can’t.

PROCEDURE (10–15 minutes)

Distribute half a worksheet to each student. You may choose

to give all students the same half of the worksheet, or, for
variety, you can give the top half to some students and the
bottom half to others.
Explain the activity: Students ask one another questions
about the abilities on their worksheets. When they find
someone who answers a question with Yes, I can, they
write his or her name on the line.
Encourage students to circulate around the classroom to talk
to as many people as possible.
After students have completed their worksheets, reconvene
the class. Invite students to share information they learned
by making complete sentences. For example: Jackie can
sing well.

Copyright © 2015 by Pearson Education, Inc.

OPTIONS / ALTERNATIVES (10–15 minutes)

If the class is large enough, instruct students not to use the

same person more than once on their worksheets.
For more advanced classes, have students come up with
other abilities not on their worksheets and then do the
activity again.

Top Notch Fundamentals, Third Edition LESSON PLAN 1

 Find someone who can . . . Name

• sing well.

• cook well.

• speak three languages.

• drive a car.
• knit a sweater.

• paint.
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

Find someone who can . . . Name

• sew clothes.

• ski well.
• play the guitar.

• dance.

• draw well.
• play soccer.

2 UNIT 13, SPEAKING ACTIVITY 1 Top Notch Fundamentals, Third Edition

 Speaking Activity 2 WHOLE CLASS Invitations
UNIT 13 LESSON 2

Target Language Materials

Half a worksheet (one activity chart) for
Declining an invitation; too + adjective
each student; pens or pencils

PREPARATION (5 minutes)

Write the following invitations on the board:

Do you want to go out for lunch?
Would you like to get together on Saturday?
Let’s go skiing.
Read the invitations aloud and invite students to accept
or decline the invitations. If they decline, they should give
a reason, using too + an adjective. If necessary, remind
students of language they know for accepting or declining
an invitation:
OK. Sure.
[That] sounds great. Good idea.
Yes. I can’t. I’m too busy.
Definitely. No! It’s too cold.

PROCEDURE (10–15 minutes)

Distribute half a worksheet to each student. You may choose

to give all students the same half of the worksheet, or, for
variety, you can give the top half to some students and the
bottom half to others. Review the list of activities. Have
students each write an activity of their choice in the last row.
Explain the activity: Students circulate and invite classmates
to do each of the activities on the chart. They write the
name of the person they invite in the Name column and
the person’s response in the Response column. If the person
declines the invitation, he or she must give a reason. The
student writes the reason as well as the answer.
Copyright © 2015 by Pearson Education, Inc.
Set a limit: Students are allowed to accept only two
invitations. They must decline the rest and give a reason.

OPTIONS / ALTERNATIVES (10–15 minutes)

If the class is large enough, instruct students not to invite the

same person to more than one activity.
You may also wish to have students report back to the class.
For example: Julie can’t go to the movies. She’s too busy. Tim
and I are going to the mall tomorrow.

Top Notch Fundamentals, Third Edition LESSON PLAN 3

 Activity Name Response (+ reason)
go to the movies
go to the mall
play soccer
go to the park
go out for dinner
go bike riding
go to a party
go to a concert
Your own activity:
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

Activity Name Response (+ reason)

go dancing
go shopping
play a game
go to a soccer game
go to a museum
go out for lunch
go swimming
go to the beach
Your own activity:

4 UNIT 13, SPEAKING ACTIVITY 2 Top Notch Fundamentals, Third Edition

 Speaking Activity 3 PAIR WORK Requests
UNIT 13 LESSON 3

Target Language Materials

Each pair of students needs one
Polite requests with Could you + base form
worksheet cut into 10 cards; a coin

PREPARATION (2–3 minutes) Answer Key

Possible requests include:
Ask students to do tasks such as the following: [Tom], could
you please open the window? [Karen], could you please close Could you please help me?
the door? [Jack], could you please hand me your book? Could you please wash the dishes?
Could you please close the
Tell students they can either respond in the affirmative and window?
perform the task, or they can respond in the negative and Could you please close the door?
give a reason. Could you please get that box?
If necessary, remind students of possible ways to respond. Could you please close the
(Sure. No problem or Sorry, I can’t. I’m too busy.) refrigerator door?
Could you please hand me my
jacket?
PROCEDURE (10–15 minutes) Could you please turn off the light?
Could you please turn on the light?
Have students form pairs. One student in each pair mixes up Could you please pass the water?
the cards and places them facedown in a pile.
Explain the activity: Student A takes a card and makes a
request based on the picture. (Could you please close the
window?)
Student B then tosses the coin. (Designate one side of
the coin for yes and the other for no.) If the coin lands on
the yes side, then the student answers in the affirmative.
(Sure. No problem.) If the coin lands on the no side, then
the student answers in the negative and gives an excuse or
reason. (I’m sorry. I can’t right now.)
Then Student B takes a card and makes a request. Play
continues as before, until there are no more cards left.

Copyright © 2015 by Pearson Education, Inc.

OPTIONS / ALTERNATIVES (10–15 minutes)

Allow students to decide how to respond on their own,

rather than tossing the coin.

Top Notch Fundamentals, Third Edition LESSON PLAN 5

 Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

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UNIT 13, SPEAKING ACTIVITY 3
Top Notch Fundamentals, Third Edition